Transcript DIFFERENTIATED INSTRUCTION - Montgomery County Schools, NC

DIFFERENTIATED INSTRUCTION:
REACHING ALL
CHILDREN
IN THE CLASSROOM
Tempest G. Leake
Our Objectives
Understand the model for
Differentiated Instruction
Discover strategies to differentiate a
lesson based on student interest
Create a differentiated lesson and
discuss building a differentiated
classroom
What is Differentiated Instruction?
“Differentiated instruction is a
teaching philosophy
based on the premise that teachers
should adapt instruction to student
differences. Rather than marching
students through the curriculum
lockstep, teachers should modify
their instruction to meet students’
varying readiness levels, learning
preferences, and interests.”
Carol Ann Tomlinson
Challenges
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I Long to return to the Good Old Days
I thought I was differentiating
I teach the way I was taught
I don’t know how
I have too much content to cover
I’m good at lecturing
I can’t see how I would grade all those
different assignments
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin
Press, 2006.
Challenges
8. I thought differentiation was for the elementary
school
9. I subscribe to ability grouping
10. I have real logistic issues
11. I want my classroom under control
12. I don’t know how to measure my student’s
learning styles
13. I have neither the time nor the funding for all that
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.
Challenges
14. I’ve been teaching this way for years and it
works
15. There’s no support for it at my school
16. My district requires me to follow a prescribed
text
17. Parents expect lecture format in high school
for college prep
18. The bottom line – if they are learning, you are
teaching
Kathie F. Nunley, Differentiating in the High School, Thousand Oaks, CA: Corwin Press, 2006.
What We Expect From You
Characteristics of Successful
Teachers of Differentiated
Instruction
Characteristics of Successful Teachers
of Differentiated Instruction:
Risk Taking – “We should not be
afraid to innovate, experiment,
confront, dump “sacred” lessons,
or reach out to others in an effort to
improve our practice.”
• Rick Wormeli: “Meet Me in the Middle”
Characteristics of Successful Teachers of
Differentiated Instruction:
Empathetic – “Try to
experience the lesson
from the perspective
of your student.”
• Rick Wormeli: “Meet Me in the Middle”
Characteristics of Successful Teachers of
Differentiated Instruction:
Organized –
“Organization helps us be
more creative, flexible,
impulsive and confident.”
• Rick Wormeli: “Meet Me in the Middle”
Characteristics of Successful Teachers of
Differentiated Instruction:
Tenacious – “They set rigorous
goals and show students how to
reach them. They know that
hard work is motivating as long
as students consider it
important.”
• Rick Wormeli: “Meet Me in the Middle”
Characteristics of Successful Teachers of
Differentiated Instruction:
Fleet of Foot – “Teachers
who use differentiated
instruction effectively take
whatever steps are
necessary to make ideas
clear to their students.”
• Rick Wormeli: “Meet Me in the Middle”
Characteristics of Successful Teachers of
Differentiated Instruction:
Resourceful – “Such teachers have
an ever-ending repertoire of
instructional strategies. They are
aware of the differences in learners
and they know how to engage them.
They never stop looking for new
ideas….”
• Rick Wormeli: “Meet Me in the Middle”
Characteristics of Successful Teachers of
Differentiated Instruction:
Able to Collaborate – “They know
they make better decisions in
collaboration with others than they
would if they acted alone.”
• Rick Wormeli: “Meet Me in the Middle”
Think 7 to Differentiate Instruction
By addressing student
Readiness
You can differentiate the
Content
Process
Interests/Passion
Product
Learning Profile
Learning
Environment
Based on the student’s
Readiness
How students perform
in your class, such
as their reading ability,
pace of learning,
dependence on the teacher,
or independence, ….
Interests
Passions
What does the student enjoy?
Learning Profile
What learning preference does
the student have?
Auditory, visual, kinesthetic?
Multiple Intelligence preference(s)?
We might differentiate the
Content: What students learn
Process/Activities: Six Thinking Hats®
Strategies through which students process, or make sense of, understandings
and skills
Products: Multiple Intelligences/SMART Choices – Tic Tac Toe Menu
How students demonstrate and extend what they have learned
Learning Environment: Varied resources and flexible grouping structures
PRIOR KNOWLEDGE/READINESS:
The Value of Pre-Assessment...
Textbook Pretest
Student/Teacher Conference - as short as a 5
minute talk
K-N-W Chart - What do I Know, Need to know &
Want to know
Journal - Write what you know about...
List - If I say ... What does it make you think of?
Concept Map...
Student Reflection
~You can’t figure out what to teach ’em if you don’t
know ’em!
STRATEGIES
• RAFTs
• Dinner Menu
• Tiered Activities
• Cubing
• BINGO
• Tic-Tac-Toe
RAFT assignments encourage students to uncover their own voices
and formats for presenting their ideas about content information
they are studying. Students learn to respond to writing prompts
that require them to think about various perspectives:
•Role of the Writer: Who are you as the writer? A movie star? The
President? A plant?
•Audience: To whom are you writing? A senator? Yourself? A
company?
•Format: In what format are you writing? A diary entry? A
newspaper? A love letter?
•Topic: What are you writing about?
Santa, C., Havens, L., & Valdes, B. (2004). Project CRISS: Creating Independence through Student-owned
Strategies. Dubuque, IA: Kendall Hunt.
Dean, Deborah. 2006. Strategic Writing: The Writing Process and Beyond in the Secondary English
Classroom. Urbana, IL: NCTE.
R.A.F.T.(S). Prompts
• Imagine that you are Goldilocks’
mother. Explain in a note to Goldilocks
the importance of using good manners
as she prepares to venture out for the
day.
1. Identify the:
Role
Format
Audience
Topic
2. Write a short note to Goldilocks
Dinner Menu – Photosynthesis
Appetizer (Everyone Shares)
• Write the chemical equation for photosynthesis.
Entrée (Select One)
• Draw a picture that shows what happens during photosynthesis.
• Write two paragraphs about what happens during photosynthesis.
• Create a rap that explains what happens during photosynthesis.
Side Dishes (Select at Least Two)
• Define respiration, in writing.
• Compare photosynthesis to respiration using a Venn
Diagram.
• Write a journal entry from the point of view of a green
plant.
• With a partner, create and perform a skit that shows the
differences between photosynthesis and respiration.
Dessert (Optional)
• Create a test to assess the teacher’s knowledge of
photosynthesis.
Tiered Activities
Tiered Instruction features:
 Whole group introduction and initial instruction
 Identification of developmental differences
 Ladder Analogy (bottom – up; challenge/complexity)
 Increase or Decrease the:
 Abstraction/Challenge Levels (ie. application, analysis & synthesis)
 Extent of Support
 Complexity of:
 outcomes
 resources (reading levels, types of text [on-line, magazine, etc…], based on
prior-knowledge levels)
 processes (way in which students obtain information)
 products (M.I. products)
Tiered Assignment~
Middle School Unit: Dinosaurs
Objective: In their study of dinosaurs, the students will be able to
research and identify various theories of dinosaur extinction.
Task 1 - After researching and identifying various theories of dinosaur
extinction, students will be able to create their own theory and
draw a picture or diagram illustrating that theory.
Task 2 - After researching and identifying various theories of dinosaur
extinction, students will be able to create a visual representation
of their theory (i.e. diorama, timeline, or three dimensional
model).
Task 3 - After researching and identifying various theories of dinosaur
extinction, students will be able to create a visual representation
of their theory and defend their theory during a class debate.
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Student Choice Boards
• Enable students to choose learning
activities that are designed by the teacher
• Can be used in any subject area and
enhanced with nonlinguistic representation
B
WRITING
I
N
G
O
Recipe
Thank you note
Letter to the editor
Movie, theater, or
concert review
Rules for a game
Invitation
E-mail request for
information
Letter to a relative or
friend
Short story
Skit or scene
Interview
Newspaper article
FREE:
Your Choice:
Advertisement
Public service
message
Cartoon strip or
movie story board
Poem
Greeting card
Journal entries
Design for a Web
page
Bookmark
Text message to a Proposal to improve
friend
something
Book jacket
Book review
CONTRIBUTIONS
IMPORTANT PEOPLE
GEOGRAPHY
Think Tac Toe
Ancient Civilizations – Grade 6
As an ancient mapmaker, you are
commissioned to create a map of
your land including all natural land
forms, a compass rose and a scale.
Also find examples of each land
form in a modern civilization.
Imagine that you are an ancient
citizen who awakens to discover
that all water has evaporated.
Explain in detail how this would
alter your way of life. Also, do this
for the town where you live.
Assume you are persuading others
to visit your ancient civilization.
Design a descriptive, accurate
travel brochure. Include both
natural and man-made elements
that would attract tourists.
You are an ancient scribe. Write
and illustrate a thorough
description of a famous character
from each time period being
studied. Profile yourself also.
Assume the identity of a famous
person from the given time period.
Create a journal entry reflecting the
ideas, values, and components of
daily life for that person & you.
You are a famous sculptor. Create a
3D representation of a well-known
leader, god, goddess, or common
citizen. Include a museum exhibit
card.
Written language is an essential
part of everyday life. Your task is to
create an alphabet. Include a
translation into modern English, a
written description of the language
development a & a 3D artifact of
the new language.
Recreate in 3D form a famous work
of architecture from your time
period. Compare and contrast this
piece to one piece of modern day
architecture. Find one example of
this architecture’s presence in
modern day society.
Find a way to explain and show the
importance of music and the arts to
your culture. Also show at least 2
examples with roots in our time.
Charles Kyle & Kathy Reed * Illinois
Fractions Choice Board
• Learning Goals: Students will…
– KNOW: Fractions show parts of a whole and
can be expressed numerically.
– UNDERSTAND: Fractions represent equal
sized portions or fair shares.
– Be able to DO: Use different materials to
demonstrate what the fraction looks like.
Turville, J. (2007) Differentiating by
Student Interest
Insects Choice Board
• Learning Goals: Students will…
– KNOW: The characteristics of insects.
– UNDERSTAND: Insects have particular
characteristics and parts and are different
from other kinds of bugs.
– Be able to DO: Create a product that
demonstrates an understanding of
characteristics that are particular to insects.
Turville, J. (2007) Differentiating by
Student Interest
Considerations for Planning a
Differentiated Lesson
• Identify the student learning target/s that
ALL students must reach
• Decide WHAT you will differentiate and
WHAT assessment method(s) you will
use
• Decide HOW you will differentiate your
instruction and assessment methods